Occupational Certificate Trainer – Level 4 – 97154

Detailed Information
Modules for this Qualification
Knowledge
Introduction to occupational training
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Structure and purpose of NQF
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The intent of the NQF as a transformative vehicle
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Structures responsible for the implementation of the NQF
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NQF level descriptors
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Quality assurance principles and standards
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The quality council for trades and occupations
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Legislative background
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The responsibilities of the QCTO
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Partners in quality assurance
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The occupational and trade curriculum
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The occupational trainer
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The occupational profile of an occupational trainer
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Career opportunities
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Learning theories, concepts and principles
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Adult learning theory and concepts
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Principles of adult learning
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Adult learning styles
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Interpersonal communication concepts
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Effective communication practices
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Listening and confirming understanding
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Cultural sensitivity and diversity
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Group dynamics
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Principles of group work
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Group development
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Setting up effective learning groups
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Group leadership
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Assertiveness and conflict resolution
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Problem solving
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Facilitating/managing difficult groups
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Active learning models and principles
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Outcomes-based education and training
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Work based learning, i.e. On-the-job training
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Action orientated learning
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Co-operative learning
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Quality assurance of the learning and training process
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Training quality management systems (key policies that determine quality training)
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Continual improvement concepts (quality spiral, quality review)
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Quality principles and concepts related to assessments
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Moderation, verification and validation
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Special needs and barriers to learning
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Principle of inclusivity
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Special needs categories (physical and personal)
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The support role of the facilitator
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Approaches to learner guidance, assistance and support
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Training needs concepts
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Learner needs assessment
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Needs analysis tools
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Sources of information
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Learner support strategies
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Principles of impartiality and objectivity
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Disclosure of information and confidentiality
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Workplace training needs analysis
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Training needs in the context of the organisational workplace skills plans
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Strategic training needs
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Market-related training needs
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Changes in technology
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National skills development priorities
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The national skills development strategy and national policy directions
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The role of sector education and training authorities (SETAs)
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Training methods, techniques and resources
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Health &concepts and principles of healthy living & promotion of health 10
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Lectures and presentation
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Demonstrations
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Role-plays
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Games
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Simulations
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Case studies
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Group discussions
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Self-directed learning (assignments, individual research)
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The social determinants of health (basic)
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Resources types and applications (audio-visual, printed resources, physical resources, e-learning resources)
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Selection criteria (suitability, flexibility, practicability, cost-effectiveness)
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Visual presentation design principle
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Facilitation and learning evaluation concepts
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Learning vs training facilitation
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Learner self-evaluation
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Facilitator/trainer course evaluation
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Learner course evaluation
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Workplace impact assessment
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Training delivery
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The facilitator as mediator of learning
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Teaching vs. Facilitation
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The process of facilitation
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Characteristics of the effective facilitator of learning
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Establishing respect
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The training environment
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Setting up training venues
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Statutory training venue requirements
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Training equipment requirements
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Discipline
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On-the-job instruction using coaching principles
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Coaching vs. Mentoring vs. On-the-job instruction vs. Classroom facilitation
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The role of the workplace coach vs. The occupational trainer
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Coaching techniques
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The coaching process
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The essential elements of effective coaching
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Coaching as an employee induction tool
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Coaching and performance improvement
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Planning and administration of workplace training
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The planning process
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Prioritising, scheduling and back-up plans
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Lesson planning
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Administrative, legislative and regulatory requirements
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Documentary control and record-keeping
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Filing and archiving
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Costing and cost control
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Budgeting concepts
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Cost implications of training interventions
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Cost control and administration
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Evaluation of competence
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Evaluation of competence concepts and principles
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Assessment and evaluation concepts within the QCTO model
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Principles of good assessment practice
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Outcomes-based assessment and evaluation
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Evaluation methods, instruments and standards
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Types of evaluation
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Types of evidence
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Good assessment and evaluation instrument design concepts
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Defining assessment and evaluation standards
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Evidence evaluation concepts and principles
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Evidence collection methods (aligned to the curriculum)
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Rules of evidence collection
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Principles of evidence evaluation (valid, authentic, current, sufficient)
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Evaluation decisions and the implications thereof
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Review, administration and reporting related to competence evaluation 78
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Competence evaluation review process (internal review)
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Appeals procedures
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Assessment and evaluation administration and records (QCTO requirements)
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Recognition of prior learning (RPL) practice
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Practice in the QCTO model (RPL process, stakeholders)
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RPL assessments in the workplace
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Practical
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Align learning intervention to the needs of participating learners
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Select and adapt an instrument to establish a learner profile and special needs
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Conduct an evaluation to establish the learner profile and special needs
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Select training interventions that would best address learner needs
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Select an intervention that would best address learner barriers to learning
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Evaluate available learning resources and aids, and adapt for specified training scenarios
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Evaluate available learning resources and aids
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Adapt learning resources and learning aids
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Plan, conduct, evaluate and report on learning interventions
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Plan, sequence and schedule learning activities
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Facilitate learning intervention
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Evaluate, review and report on own training quality and effectiveness
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Use given assessment instruments to conduct and record competence evaluations
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Plan and schedule competence evaluation activities
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Conduct competence evaluations
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Record and report evaluation results
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Work Place
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Establish needs of learners and make required adjustments to accommodate learner needs with the assistance of an experienced occupational trainer acting as a mentor or coach
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Contextualise learning resources and learning aids for application in workplace training interventions with the assistance of an experienced occupational trainer acting as a mentor or coach
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Conduct competence evaluations in own area of expertise (technical) with the assistance of an experienced occupational trainer acting as a mentor or coach
